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The purpose of this study was to explore how variables such as student demographics, pre-college leadership activities, and perceived pre-college parenting behaviors predict students’ leader self-efficacy (i.e., individuals’ confidence in themselves to lead and belief that others will support their leadership [Hannah et al., 2008]) in college and leader emergence (i.e., college-based leadership involvements [DeRue & Ashford, 2010]) in college. Undergraduate students (n = 420) at a large, public university in the Mid-Atlantic were surveyed to examine these relationships and data were analyzed using hierarchical and logistic regression, with appropriate controls and moderators. Findings included discovery that pre-college engagement with sports team positional leadership, community service, extracurriculars, and positive parenting behaviors, such as family routine and greater quality time with parents, predicted leader self-efficacy. Further, findings noted that pre-college community service, extracurriculars, peer tutoring and perceptions of parental quality time and proactive parenting predicted leader emergence. This study suggests that students’ leadership development is influenced by myriad systems across the lifespan and demonstrates that, as educators committed to student development, we must engage the full arc of our students’ leadership journeys and provide for intentional partnerships between higher education and the K-12 community.

An increasing number of studies point to student gains from participation in leadership development opportunities. However, very little research exists to explore who has access to these experiences. In this paper, we investigate whether a student’s employment off-campus has an impact on their ability to participate in, and experience gains in leadership efficacy from leadership training opportunities. We employ a linear regression path analysis to identify potential relationships between pre-college leadership efficacy, off-campus employment, participation in leadership training opportunities, and leadership efficacy for undergraduate students at a university in the Pacific Northwest. Pre-college leadership efficacy was the strongest predictor of leadership efficacy for undergraduate students, with hours of employment and leadership training having small, but significant, mediating effects. This begs the question: How do students build their leadership efficacy prior to entering post-secondary education and what drives students to continue to pursue experiences that develop their leadership efficacy?

The purpose of this paper is to examine the impact of college leadership experiences on the leader self-efficacy development of freshmen in two historically black institutions (HBIs).

Data were collected in two phases from 200 freshmen to assess their leader self-efficacies at the beginning and end of a 16-week semester. The authors developed an eight-item questionnaire to measure college leadership experiences and adapted the 22-item leader efficacy questionnaire developed by Hannah and Avolio (2013) to measure self-efficacy.

The result of the structural equation modeling revealed that college leadership experiences have a significant positive impact on college leader self-efficacy. Moreover, college leadership experiences significantly mediated the effect of high school leadership experiences on college leader self-efficacy. Pre-college leader self-efficacy had a significant positive effect on college leader self-efficacy but an insignificant effect on college leadership experiences. The findings indicated that holding leadership positions and volunteering in the first semester of college were positively and strongly related to college leadership experiences.

First, this study will empirically examine the causal relationships between college leadership experiences and leader self-efficacy by controlling for the effect of the pre-college leader efficacy. Without controlling for the pre-existing differences among participants, the effects of college leadership experiences on leader self-efficacy development may be overestimated. Second, despite self-efficacy being a critical component in leadership models and being important in boosting leaders’ confidence, only limited research uses well-defined conceptual leadership models in studying student leader self-efficacy. This study fills the gap by using a contemporary conceptual model that encompasses the key leadership variables necessary in assessing the student leadership development.

This paper examined relationships between students’ engagement in community service in different contexts through classes, student organizations, work study, and on their own as well as their development of socially responsible leadership at a large, public, research university in the Upper Midwest. Results from the Multi-Institutional Study of Leadership survey distributed at a single institution (n = 1,282) suggest, among other things, that students who participated in community service on their own consistently reported higher socially responsible leadership while students who participated in service both on their own and in a student organization reported higher socially responsible leadership in all areas save for consciousness of self.

This study explored the extent to which co-curricular involvement, holding formal leadership roles, and participating in leadership programs contributed to female and male college students’ capacity for socially responsible leadership. It focused specifically on the individual values of the Social Change Model of Leadership Development. An adapted version of Astin’s Input-Environment-Outcome Model was the conceptual framework and the Social Change Model individual values including consciousness of self, congruence, and commitment served as the theoretical framework. Data were collected from a random sample of 3,410 undergraduates at one institution through the Multi-Institutional Study of Leadership. Participants completed a web-based survey including the Socially Responsible Leadership Scale-Revised2. Data were analyzed using hierarchical multiple regression to identify the extent to which the environmental variables contributed to outcomes. Involvement in student organizations was the most significant environmental variable and community involvement emerged as significant for women. A discussion of findings and implications is presented.

Black and Latino males face challenges to college-going that may alter their decision to attend college. However, many Black and Latino males have successfully enrolled and matriculated through college. This study aims to explore the precollege factors that influenced the college enrollment and persistence for first generation Black and Latino male collegians (N = 5) at a predominantly white institution located in the Northeastern area of the USA. Two major themes (i.e., pre-college barriers and pre-college facilitators) along with several subthemes emerged from the data. The authors discuss recommendations for teachers, school counselors, and administrators in assisting Black and Latino males prepare for enrollment and persistence in college.

A qualitative approached was used for this research study. A focus group was incorporated because it enabled participants to discuss their experiences in a single setting with other participants with similar backgrounds and thus through contrast and group dialogue vital insights related the phenomena of interest can be identified (Kitzinger, 1995). Individual interviews were conducted to engage in a more in-depth data collection process with the participants in a one-one-setting.

Pre-college barriers and pre-college facilitators were the major themes of this research study. The subthemes originated from the frameworks of Community Cultural Wealth (Yosso, 2005) and Constellation Mentoring (Kelly and Dixon, 2014).

The paper will contribute to the research literature, as the authors are exploring the experiences of Black male collegians from a Northeastern PWI. There is a dearth of literature in this area of research.

This study involves a content analysis of research published from 2000 to 2018 about American Indian students with the principal aim to identify investigations addressing the supportive factors that contribute to student academic success. Secondary aims involved better understanding the parameters of the investigations, such as sample tribal affiliations and journal outlets.

Out of 6,341 total articles published in PsycARTICLES, PsycINFO and Education Resources Information Center over the time period, 86 articles covering the pre-school to college age years were identified, almost evenly distributed between pre-college (n = 42, 48.8%); and college age samples (n = 44, 51.2%). The 86 articles account for a mere 1.4% of all published articles over the 19 year period. A community cultural wealth approach (Yosso, 2005) was used as a framework for understanding the myriad of strengths students bring to their school experiences and was used as a lens for interpreting the study findings.

When disaggregated, the most common supports for pre-college age youth were culturally-sensitive schooling, personal/intrinsic qualities along with family and social support. For college age students, the most common supports were university personnel, community-based supports and student intrinsic factors. Further results, study limitations and implications are discussed.

This research is original.

Bridge programs constitute institutionalized interventions to provide equitable educational opportunities for low-income, first-generation, and disadvantaged traditional undergraduate students (Gullatt & Jan, 2003). These are typically pre-college transition programs that serve to facilitate college access and readiness. This chapter discusses the role of bridge programs at American colleges and universities and the recommends integration of the Dynamic Student Development Metatheodel (DSDM) student success model (Frederick, Sasso, & Barratt, 2015). This chapter outlines the typology of bridge programs at the federal, state, and campus levels and highlights the target populations of these programs. Evaluation and outcomes regarding the efficacy of these programs are also highlighted. Implications and considerations for practice are provided integrating specific constructs from the DSDM to inform the further development of bridge programs to increase student development.

The purpose of this study was to examine whether undergraduates’ participation in 12 different leadership trainings, workshops, conferences, or programs was associated with students’ leadership efficacy. We used data from the Multi-Institutional Study of Leadership survey, which eight of the Big 10 institutions administered to students in spring 2018. The results suggest that students’ participation in shorter-term or moderate-term experiences—a leadership conference, retreat, lecture/workshop series, course, or positional leadership training—was positively associated with students’ leadership efficacy. We therefore encourage leadership educators and practitioners in higher education to consider the duration of their programs to maximize students’ outcomes.

There’s little information available on Qatari students’ experience with information literacy. What little information does exists draws from outdated surveys and assumptions about the current population. The purpose of this paper is to describe how data collected from first-semester Qatari students who enrolled in a semester-long information literacy course at Carnegie Mellon University helped update perceptions of this population, drove changes made to content and instructional delivery, and enabled a reflective process for teaching and learning.

Pre- and post-surveys completed by students explore Qatari students’ pre-college experience with information literacy concepts, using libraries, and writing. They also compare the students’ attitude toward information literacy before and after taking the course. Qatari students’ data were extracted from the overall student population to focus on this population and analyzed descriptively based on cumulative responses. The pre-survey data were used to inform changes made to instructional content and delivery throughout the term.

Contrary to assumptions, first-year Qatari students expressed familiarity with information literacy concepts before attending college. The data indicated strong learning preferences and a positive attitude toward information literacy.

Since information collected in this study relied on student perceptions of their experience, results must be paired with performance measurement before drawing additional conclusions about information literacy competencies of first-year Qatari students. Further, the study did not explore gender and sociocultural differences; therefore no general conclusions should be drawn.

Instructional design should be based on a current understanding of local information needs and searching habits. In addition, this approach encourages reflective learning and teaching and help instructors avoid prior assumptions about their students.

This paper provides information on how Qatari students perceive their experience with information literacy before college, the importance of understanding information literacy concepts and its role in their personal, academic, and professional lives. It centers on a population for whom information literacy concepts remain both relatively challenging and critical for their future learning development and offers suggestions for future research.